To support this shift from concept to practice, UNESCO has developed the global Happy Schools Diagnostic Toolkit. This practical tool invites students, teachers, school leaders and parents to share their perspectives about how well their school aligns with the global Happy Schools framework. By gathering these insights, schools can build a clearer picture of their strengths, challenges and identify priority areas for improvement. More importantly, the process fosters meaningful dialogue across the entire school community-bringing together students, teachers, school leaders, and parents-to reflect collectively and co-design solutions that are firmly rooted in their everyday realities and diverse perspectives.

The Toolkit is being pilot tested in a range of contexts, including France, Mauritius and the United Kingdom of Great Britain and Northern Ireland. Further rollouts are planned in Portugal and Viet Nam. These early applications provide useful insights into how structured reflection can support school improvement.

In France, the Lycée Notre-Dame du Grandchamp is participating in the pilot study. The school is a secondary and vocational institution in Versailles, a suburb of Paris. Implementation of the Toolkit was carried out with the active involvement of the entire school community. A total of 173 students, 22 teachers, 8 school leaders and 82 parents participated in the exercise.

While the process itself is simple, it highlights an important dynamic: when schools create space for listening and reflection, participation tends to increase, and a more shared understanding of the school environment begins to emerge.ups.